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Psychology 220 > Chapter 5 and 6 > Flashcards

Chapter 5 and 6 Flashcards

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1
Q

Cognitive changes:

Changes in cognitive skills over the first ____ year’s are highly __________

A

2 years

Consistent across environments

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2
Q

Piaget sensorimotor stage

A

First stage of development

Infants use info from senses and motor actions to learn about the world

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3
Q

Primary circular reactions

A

Piaget’s phrase to describe a baby in substage 2 of sensorimotor stage

Actions organized around babies body

Baby sucks thumb by mistake, likes it, sucks on it again

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4
Q

Secondary circular reaction

A

Piaget’s phrase to describe the repetitive actions in substage 3

Actions orientated around external objects

Baby coos and mom smiles

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5
Q

Means end behavior

A

Purposeful behavior carried out in pursuit of a specific goal

Baby moves one toy out of the way to gain access to another

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6
Q

Tertiary circular reaction

A

Deliberate experimentation with variation or previous actions that occurs in substage 5

Baby doesn’t repeat actions but tries variations

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7
Q

Substage 6

A

Words and symbols

Baby generates solutions to problems by thinking about them

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8
Q

Object permanence

A

The understanding that objects continue to exist when they can’t see them

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9
Q

Object permanence 2 months

A

Surprised the object is gone forever

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10
Q

Object permanence 6-8 months

A

Looks partially for the gone object

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11
Q

Object permanence 8-12 months

A

Looks for hidden object

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12
Q

Deferred imitation

A

Imitation that occurs in the absence of the model who first demonstrated it

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13
Q

Challenges to Piaget’s theory

A

Piaget’s underestimated the cognitive capacity of infants

Object permanence occurs much earlier and is far more complex then predicted

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14
Q

Object permanence shows at _____ months

A

4

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15
Q

Imitation of Facial gestures and deferred imitations occur _____ than predicted

A

Earlier

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16
Q

Object individualation

A

The process by which an infant differentiates and recognizes objects based on their mental images of objects in an environment

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17
Q

Object concept

A

An infants understanding of the nature of objects and how they behave

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18
Q

Connected surface principle

A

Two objects connecting is actually one object

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19
Q

Violation of expectancy

A

Researchers move an object in a different way after having taught an infant to expect it move in another

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20
Q

Spatiotemporal Information

A

Objects location and motion

4 months

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21
Q

Objects property

A

Color, texture, size

10 month olds

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22
Q

Kinds of objects

A

Duck vs ball

9-12 months

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23
Q

Conditioning babies with feeding

A

Babies who felt smothered by the left breast refused the left breast to feed

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24
Q

Observational learning

A

Watching others learn

Old children imitate adults better than younger children

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25
Q

Schematic learning

A

Organization of experiences into expectancies

Called schemas

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26
Q

Schmeatic learnjng facts

A

Babies get used to seeing same thing

They know animals and furntirre are different but not birds to dogs

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27
Q

Babies memory info

A

Babies remember some audio while they sleep

3 month olds can remember specific objects up to a week

Young infants are more sophisticated than Piaget predicted

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28
Q

Intelligence

A

The ability to take in information and use it to adapt to the environment

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29
Q

The bayley scales of infant development

A

Measures primarily sensory and motor skills and address cognitive and language development

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30
Q

Habituation appears to have

A

High potential as measures of infants intelligence

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31
Q

Beginnings of lanaguage

A

Man important developments occur before the use of a child’s first word at 12 months

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32
Q

Behaviourist approach language

A

Infants learn language through parental reinforcement of wordlike sounds and correct grammar

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33
Q

Nativist approach to lanaguhe

A

An innate lanaguge processor called the “labaguge acquisition device” contains the basic grammatical structure of all human language

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34
Q

Interaxtionist apporach to language

A

Infants are biologically prepared to attend to language and that language development is a sub process of cognitive

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35
Q

Infant directed speech

A

Simplified higher pitch speech that adults use with infants

This helps them learn apparently

36
Q

How to help a baby’s language

A

Read, repeat its sentences, use a wide vocabulary, talk to them lots, don’t be poveished

37
Q

Cooing

A

Repetitive vowel sounds, particularly the uuuuuuu sound

1-2 months

38
Q

Babbling

A

Repetitive constant vowel sounds

Bababababbababab
Dahahahahahahhaha

39
Q

Babbling =

A

Beginning of language development

40
Q

Receptive language

A

Comprehension of spoken language

41
Q

Grammatical words

A

Words that pertain to the rules of language and proper sentence construction
“It’s, the, in, , and you”

42
Q

Lexical words

A

Nouns, verbs, adjectives, adverbs

43
Q

Lanaguge development order

A

Cooing - single words - holophrases - naming explosion - sentences

44
Q

Expressive language

A

Ability to produce words

12 months babies say first word

45
Q

Holophrase

A

Combination of word with a gesture

Points at show “daddy”

46
Q

Naming explosion

A

Toddlers experience rapid vocabulary growth

16-24 months

47
Q

Telegraphic speech

A

Simple two to three word sentences that usually include a noun or verb

48
Q

Theories of social and personality development

2 key perspectives

A

Psychoanalytic

Ethnological perspectives

49
Q

Psychoanalytic people

A

Freud and Erickson

50
Q

Ethnological perspectives

A

Bowlby and ainsworht

51
Q

Freuds psychosexual stage: oral stage

A

Birth to 2

Infants drive satisfaction through the mouth

Fixation = nail biting and swearing

52
Q

Erickson’s psychosocial stage

A

Emphasizes the infants others needs by talking to her, comforting her

First 2 years: trust vs mistrust

Infant learns to trust world around them

53
Q

Ehological perspective claims

A

All humans have innate predispositions tang strongly influence their development

54
Q

Attachment theory

A

The view that the ability and need to form an attachment relationship early in life are genetic characteristics of all human beings

55
Q

Attachment

A

Emotional tie to a parent experienced by an infant

Child derives security

56
Q

Synchrony

A

A mutual, interlocking pattern of attachment behaviours shared by parents and child

57
Q

Reactive attachment disorder

A

A disorder that appears to prevent a child from forming close social relationships

58
Q

Stages of attachment

Non focused orientating and signalling

A

Uses an innate set of behavior patterns to signal needs

Proximity promoting behaviours

59
Q

Phase 2

Focus on one or more figures

A

Smiles more at people who regularly care for her

Still uses proximity promoting behaviours

60
Q

Stage 3

Secure base behavior

A

Proximity seeking behaviours

Most important person used as a safe base for exploration

61
Q

Stage 4

Internal model

A

Plays a role in later relationships with early caregivers and in other significant relationships

62
Q

Stranger anxiety

A

Expressions of discomfort such as clinging to mother

63
Q

Separation anxiety

A

Expressions of discomfort when separated from attachment figure

64
Q

Social referencing

A

Infants use of other facial expressions as a guide to her own emotions

65
Q

Strange situation test “ainsworth”

A

Mom enters room with baby
Mom sits in chair while baby explores
Stranger comes in whilst baby plays
Mom leaves and sees how baby reacts

66
Q

Outcomes of strange situation test

A

Secure attachment
Avoidant attachment
Ambivalent attachment
Disorganized / disorientated attachment

67
Q

Autism spectrum disorder

A

Most infants with ASD are securely attached to caregivers

Social skills / play training can help reduce symptoms

68
Q

Children who are securely attached

A

Are more sociable and most positive in behavior
Less clinging and dependent upon teachers
More empathetic and emotionally mature in their interactions

69
Q

Personality

A

Pattern of responding to people and objects in the environment

70
Q

Temperament

A

Inborn predispositions such as a activity level that form the foundations of personality

71
Q

Easy child

A

40%
Approach new events positively
Display good sleeping and eating patterns
Generally happy

72
Q

Difficult children

A

10%
Irregular sleep and eat
Emotional negative
Resistant to change

73
Q

Slow to warm up child

A

15%
Display few intense reactions
Either + or -

74
Q

Renaming 25% of temporament

A

Combination of 2 or more

75
Q

Activity level

A

A tendency to move often and vigorously rather than remain passive

76
Q

Approach / positive emotionally / sociability

A

Tendency to move toward, rather than away of new experiences

Usually positive

77
Q

Negative emotionality

A

Tendency to respond with anger, fussing, loudness,

78
Q

Effortful control / task persistence

A

Ability to stay focussed and to manage attention and effort

79
Q

Temperament heredity

A

Identical twins are more alike in temperament than fraternal twins

80
Q

Neurological processes of temperament

A

Shyness
Dopamine and sera toning problems
Frontal lobe assymetey

81
Q

Temperament in environment

Niche picking

A

People of all ages choose the experiences that reflect their temperaments

82
Q

Goodness of fit

A

Is the degree to which an infants temperament is adaptable to his or her environment

83
Q

Long term stability in temperament

A

Temperamental pattens seen in infancy go to adulthood

Consistency at ages

84
Q

The subjective self

A

Infants awareness that she is a seperate person who endured through time and space

8-12 months

85
Q

The objective / categorical self

A

Toddlers unstanding that she is defined by various catagories such as gender, and shyness

86
Q

Emotional self

A

Development of the emotional self behind when the baby learns to identify changes in emotions

2-3 months

Babies use caregivers emotions to guide their own feelings

87
Q

Joint attention

A

When 2 people are focussing their attention on an object and each is aware that the other is attending to the same object

Psychology 220 (10 decks)

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